Fredericktown
Elementary
School
(Grades
3-­‐5)

School
Counseling
Program
Data
for
2013-­‐2014
School
Year
Collected
and
Prepared
By:
Diana
Arie

Academic

“Organization
Boot
Camp”-­‐
Small
Group:
Number
of
Organization
Issues
Reported
Key
data
points:
• 75%
of
students
who
participated
in
this
group
reported
having
fewer
organization
issues
after
participating
in
the
group
sessions.
It
could
be
possible
that
those
who
did
not
report
fewer
issues
showed
an
increase
in
reporting
because
their
awareness
of
potential
organization
issues
increased
after
participating
in
the
group.
The
most
significant
improvements
related
to
writing
homework
in
agendas
and
backpack
organization.

• All
students
set
goals
for
themselves
related
to
the
organization
issues
they
reported
on
the
pre-­‐group
checklist.
Every
student
reported
achieving
at
least
one
of
those
goals.

88%
of
students
had
a
more
organized
desk
when
checked
3
weeks
after
group
ended.

Other
Academic
Programs:
• Students
increased
literacy
skills
while
participating
in
Girls’
Book
Club,
Boys’
Book
Club,
and
Classroom
Reading
Groups.

• Students
gained
knowledge
of
test-­‐taking
and
study
skills
while
participating
in
classroom
lessons
and
a
school-­‐wide
test-­‐preparation
assembly.

Fredericktown
Elementary
School
(Grades
3-­‐5)
School
Counseling
Program
Data
for
2013-­‐2014
School
Year
Collected
and
Prepared
By:
Diana
Arie

Career

Career
Café:
Key
data
points:
• 93%
of
all
5th
grade
students
voluntarily
attended
at
least
one
Career
Café
session
o reasons
given
by
those
who
chose
not
to
attend
included:
“did
not
want
to
give
up
recess”,
“not
interested
in
the
jobs
that
were
offered”,
and
“wanted
to
eat
with
friends”
• 20
volunteers
from
within
the
school
and
community
spoke
about
their
careers
• 75%
of
students
listed
at
least
one
career
of
interest
to
them
when
completing
career
interest
inventories
prior
to
the
first
Career
Café
session
• 66%
of
careers
listed
by
those
students
were
addressed
by
one
of
the
career
speakers
• 98%
of
students
who
attended
at
least
one
Career
Café
session
would
recommend
Career
Café
to
future
5th
grade
students

Future
Focus:
• Continue
Career
Café
with
more
speakers
• Create
a
5th
grade
Career
Fair
presentation
for
younger
students
• Create
a
college-­‐going
culture
within
the
school:
college
pennant/
flags
for
each
teacher’s
alma
mater,
create
a
“career
and
college
corner”
to
highlight
introductory
information
about
college
and
careers

Fredericktown
Elementary
School
(Grades
3-­‐5)
School
Counseling
Program
Data
for
2013-­‐2014
School
Year
Collected
and
Prepared
By:
Diana
Arie

Personal/
Social

Middle
School
Transition
Program:
Key
data
points:
• Students
reported
that
“being
able
to
ask
middle
school
students
questions
was
helpful”:
average
score
3.5
(see
scale
below)
• Students
reported
that
“taking
a
tour
of
the
middle
school
was
helpful”:
average
score
3.7
(see
scale
below)

Scale:
1=
not
true
3=
somewhat
5=
very
true

Other
Personal/
Social
Programs

Individual
counseling
and
small
groups
were
offered
to
students
dealing
with
a
variety
of
issues.
Other
small
groups
offered
during
the
2013-­‐2014
school
year
included:
Girls
in
Real
Life
Situations,
Grief
(in
partnership
with
Hospice
of
Knox
County),
Changing
Families,
and
Super
Students
(academic
skill
development).

Future
Focus:
• Continue
the
education
piece
of
the
transition
program
(how
to
use
combination
locks
and
read
a
middle
school
schedule,
and
question/
answer
sessions
for
questions
about
middle
school)
• Begin
pen
pals
earlier
in
the
year
(Jan.?)
• Continue
pen
pal
luncheon
with
more
organization
(compile
a
list
of
pen
pals
before
the
teachers
deliver
the
letters,
label
tables
so
pen
pals
are
able
to
find
each
other)
• Have
middle
school
peer
helpers
create
a
video
showing
the
“typical
day”
of
a
middle
school
student,
including
an
introduction
from
each
teacher

Fredericktown
Elementary
School
(Grades
3-­‐5)
School
Counseling
Program
Data
for
2013-­‐2014
School
Year
Collected
and
Prepared
By:
Diana
Arie

Parent
Programs

“Active
Parenting”
Parent
Education
Classes:
“Active
Parenting
Now”
parent
education
courses
were
offered
to
parents.
These
classes
consist
of
three
2-­‐hour
sessions.
Classes
were
offered
once
in
the
fall
and
again
in
the
spring,
with
a
morning
and
evening
option
available
at
each
time.

Key
data
points:
• 21
parents
attended
two
or
more
Active
Parenting
sessions
• 83%
of
attending
parents
were
present
for
all
three
sessions
• 100%
of
attending
parents
said
they
would
recommend
the
classes
to
a
friend
• 100%
of
attending
parents
said
they
would
attend
another
Active
Parenting
class
conducted
by
the
same
leader

Future
Focus:
• The
only
suggestion
parents
made
for
improving
the
program
was
that
we
offer
dinner.
Next
year:
look
into
the
possibility
of
dinner
donations

Homework
Help
Tips
BINGO:
A
BINGO
game
was
created
and
used
as
a
session
during
the
school-­‐wide
literacy
night.
In
this
session,
families
learned
how
to
best
help
their
child
with
homework
while
playing
a
BINGO
game.
Prizes
during
the
game
included
a
variety
of
homework
and
school
supplies.
A
raffle
for
homework
supply
sets
was
offered
to
families
who
attended
literacy
night.

Key
data
points:
• This
session
was
the
most
requested
session
offered
during
literacy
night,
requiring
two
classrooms
for
each
session.
• More
than
120
individuals
(including
students
and
parents)
attended
one
of
the
three
30
minute
sessions
offered.
• 78
families
entered
the
raffle
for
homework
supply
sets-­‐
5
sets
of
supplies
were
given
away

Future
Focus:
• Implement
a
pre-­‐
and
post-­‐
assessment
of
homework
helping
skills
• Possibly
move
to
a
different
topic
and/
or
activity
since
many
families
participated
in
this
session

Fredericktown
Elementary
School
(Grades
3-­‐5)
School
Counseling
Program
Data
for
2013-­‐2014
School
Year
Collected
and
Prepared
By:
Diana
Arie

Addressing
Needs

Parent
Needs
Assessment:
Key
data
points:
• 48%
of
families
returned
the
survey
(203
responses/
419
families
within
the
school)
• Parents
listed
concerns
they
had
about
their
own
children.
• Parents
were
able
to
suggest
resource
topics
to
be
included
in
a
Family
Lending
Library.
Topics
suggested
included:
bullying,
parenting,
peer
pressure,
self-­‐esteem,
family
changes,
transitions,
and
others.
These
topics
were
considered
when
purchasing
resources
for
the
lending
library.

Future
Focus:
• Consider
sending
the
survey
to
parents
electronically,
and
have
paper
copies
for
those
unable
to
complete
the
electronic
version

Teacher
Needs
Assessment:
Key
data
points:
• 35
teachers
and
staff
members
responded
to
this
needs
assessment
(61%)
• Staff
training,
small
groups
and
classroom
lessons
and
curriculum
were
used
to
address
9
of
the
11
topics
listed

Future
Focus:
• Next
year
a
student
ambassador
mentoring
program
will
be
created
to
help
new
and
transfer
students.
• An
attendance
group
program,
including
check-­‐in/
check-­‐out
will
be
developed.